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| EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page addresses concerns educators express about distinguishing how from what people learn in EduClassics.com, in Classic Education as well as in sources of these descriptions. |
Q: Why should a teacher try to distinguish between how and what a person learns?
A: EduClassics.com describes distinctions experimental empirical behavioral scientists have reported, so individual instructors do not have to rediscover them.
Observers who use a learners’ view of a Lesson results lesson can identify this match when it occurs.
Q: I’m too busy teaching to try another theory about my teaching that’s unproven in a classroom.
A: Thousands of controlled experiments separating how from what people learn have been conducted in and out of classrooms over more than a century. Peer reviewed professional behavioral research journals contain them.
One experiment in classrooms included teachers of over one million students over 28 years.
Q: Why haven’t I heard of this distinction before?”
A: EduClassics.com is available now to support your effort to start making those distinctions now, including videos made available by classroom teachers.
Q: I don’t have time for theory about my teaching.
A: EduClassics.com consists of descriptions of facts, not speculation, of how people learn as reported by behavioral scientists.
Here’s a sample of facts reported in the behavioral research literature that describe what people do to learn.
Pluses:
1. Likely increases in student learning.
2. Reduced clock time consumed by learners through random trials-and-errors.
3. More rapid instruction progress through the curriculum that addresses state standards and state tests.
4. More instruction time available to extend instruction beyond minimum state requirements.
5. Reduction in instruction trial-and-error.
6. Prompt feedback from learners that describes where instruction failed to result in all students meeting the learning criterion for the lesson.
Minuses:
a. Distinguishes teaching from instruction.
b. Modifies what instructors do before and during instruction.
c. Instructor assumes responsibility for instruction even when one learner fails to meet [[Learning Criterion |criterion for learning that lesson during instruction.
d. Requires planning for the instruction process as well as lesson content.
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